Classroom Communication Research Articles

Enhancing Academic Communication Skills Through Classroom Interaction: A Case Study of Secondary Schools in the Tahoua Region of Niger

Enhancing Academic Communication Skills Through Classroom Interaction: A Case Study of Secondary Schools in the Tahoua Region of Niger

LANGUAGE AND WAR: PROSPECTS OF INTERCULTURAL COMMUNICATION IN A FOREIGN LANGUAGE CLASSROOM

The article presents the essential requirements for effective communication in a foreign language classroom, specifically pertaining to the topic of Russian-Ukrainian war. During the classes of Ukrainian as a foreign language (hereinafter referred to as UFL), communication takes place between participants belonging to different national linguistic and cultural communities, so the need for international understanding remains relevant both in terms of internal politics and, in particular, the foreign policy relations of Ukraine. The article’s author seeks to address whether the repertoire of thematic catalogues required for proficiency levels in Ukrainian as a foreign language encompass the topic of war. Additionally, the article explores the timeline and differing interpretations regarding the nature of the Russian-Ukrainian war. The study utilized specific research materials, employing general linguistic methods such as descriptive analysis and comparison. The conducted analysis confirmed that the sub-topic war is in the repertoire of thematic catalogues in the Standardized requirements for the levels of proficiency in the Ukrainian language as a foreign language (level B1-C2). The timeline of the Russian-Ukrainian war is uncertain – from the period of occupation and annexation of the Republic of Crimea (in 2014) to today. During UFL classes, the falsity of the versions of the civil war in Ukraine or the illegal annexation of Crimea and the civil armed conflict in Donbas should be exposed (as popularized interpretations of events until February 24, 2022, in particular). The Russian-Ukrainian war (from 2014 to the present day) is an interstate armed conflict caused by the aggression of the Russian Federation not only against Ukraine, goes beyond the scope of a bilateral confrontation, the nature of which most fully reveals the meaning of the concept of “hybrid war”. Key words: Russian-Ukrainian war (from 2014 to today), hybrid war, lexical-semantic means of naming war events in Ukraine, UFL.

Stepping outside of comfort zones: Transformational learning in online asynchronous communication courses

ABSTRACT This paper investigates the impact of communication educators’ teaching practices on student transformation and growth in asynchronous online communication courses. The literature focuses on high-impact practices, self-transformation in higher education, and Experiential Learning Theory. Qualitative interview data, collected from metropolitan university students using a narrative inquiry approach, suggests that when educators incorporate active experimentation and concrete experience in asynchronous online communication classrooms, students are more likely to perceive they have experienced transformational learning, which students conceptualize as good for their individual personal growth and for changing their perspective, despite requiring them to step out of their comfort zone. Future research should focus on the impacts of incorporating service-learning, reflective writing assignments, and group work into the online learning environment to help ignite transformations and growth within classes in other disciplines.

Students’ Formulaic Expressions In Efl Classroom Communication

Tujuan dari penelitian ini adalah untuk menguji implementasi ekspresi formulaik dalam kelas Bahasa Inggris sebagai Bahasa Asing (EFL) di SMA Islam YASPIA. Studi ini berfokus pada penilaian keefektifan penggunaan pendekatan leksikal, khususnya melalui instruksi Ms. Lavender, seorang guru bahasa Inggris di sekolah tersebut. Temuan penelitian mengungkapkan bahwa penerapan pendekatan leksikal dalam mengajar ekspresi formulaik relatif tidak rumit bagi guru. Para siswa di kelas menggunakan kelima jenis ekspresi formulaik, dengan frekuensi yang lebih tinggi diamati dalam penggunaan kumpulan leksikal dan kolokasi. Namun, meskipun penggunaan ekspresi formula yang tepat, para siswa menghadapi tantangan dalam menggunakannya selama komunikasi. Kesulitan-kesulitan ini termasuk konstruksi yang menyimpang, penggunaan yang kurang, kesalahan tata bahasa, dan penggunaan ekspresi rumus yang tidak tepat, dengan kesalahan tata bahasa menjadi masalah yang paling umum. Temuan ini sejalan dengan penelitian sebelumnya yang menunjukkan bahwa siswa EFL menghadapi kesulitan saat menggunakan ekspresi formula dalam komunikasi mereka. Hasil penelitian ini memberikan kontribusi yang signifikan terhadap bidang pendidikan EFL di Indonesia, khususnya dalam pengajaran ekspresi formula. Diharapkan temuan ini akan meningkatkan pemahaman penerapan pendekatan leksikal dalam pengajaran ekspresi formulaik dan menawarkan rekomendasi kepada guru bahasa Inggris untuk membantu siswa dalam mengatasi tantangan yang terkait dengan penggunaan ekspresi formulaik dalam komunikasi mereka.

Classroom communication in art education lessons between concept and function

The issue of communication and communication is receiving increasing attention in both contemporary studies and educational literature, and these studies emphasize the importance of studying communication within the classroom, which inevitably applies to the importance of relationships and tensions in the field of teaching art in particular because it is an emotional field that provides an opportunity for communication competencies and skills to be prominent and take Its wide scope, both among the students themselves and between teachers and students. The means of communication are the vessel in which the cultural relations and the commonalities between people revolve. The process of building relationships between students depends in many aspects on what they possess of these competencies and on the mechanisms of their work in the educational environment. In this research, the researchers deal with communication, and then it is a communication process between students, which must be fragmented and highlighted in a way that allows it to be employed as an educational stimulus that contributes to achieving the greatest amount of the process of acquiring educational and technical experiences inside and outside the classroom, and in a way that contributes to the achievement of educational goals. To the fullest.Studying the topic of research on studying the topic of study in exchange for research in the theoretical study is very beautiful in return for obtaining an opportunity in exchange for an opportunity to study in art education lessons, and horseback riding. Direct and descriptive about it.

A SPEECH ACT ANALYSIS: ILLOCUTIONARY ACTS PRODUCED BY TEACHER IN ESL CLASSROOM

Speech acts determine classroom interaction. Speech acts consist of all verbal utterances used in classroom communication. This study identified and described the forms of speech acts based on Searle’s illocutionary act theory produced by the teacher to the seventh grader of the International class program at SMP Muhammadiyah 1 Sidoarjo. The primary focus was on the utterances of the English as a second language teacher. In this study, researchers employed a descriptive qualitative method. Observations and recordings were used to acquire the data. The obtained data were then transcribed and analyzed using NVivo 12 Pro. The teacher produces two hundred and sixty-six utterances and four kinds of Searle’s illocutionary acts in the English as a second language classroom. Sixty-eight of their statements were representative, one hundred fifty-one were directive, five were commissive, and forty-two were expressive. The teacher’s frequent use of instructions suggests that she was conscious of her position as a more powerful individual than her students and efficiently managed and commanded the classroom.

An Effective Language Convention Model Based on Deep Structured Learning and Natural Language Processing for Higher Education

Language translation is highly needed in the increasingly networked world. The writing of English essays is an essential competency for higher education students. For non-English students in China, this is especially important. They often represent large numbers of Chinese English as second language students. Therefore this paper introduced Deep Structured Learning with Natural language processing (DSL-NLP) has been proposed to convert the Chinese language to the English language for student learning. An automatic input tool for writing assistance will be beneficial in building the proposed DSL-NLP method. The relationship between textual attributes and input from human teachers and provide characteristics feedback system. This study explored natural language processing (NLP) to determine the interpretative actions required for a successful understanding of the literary text. NLP attempts to assist in achieving consistency in applied linguistics, improving classroom communication, optimizing learner attitudes and motivation, raising personality, facilitating personal development, and even changing students' perspectives toward life. Thus the experimental results show the DSL-NLP improves student learning in the English language, enhances student performance in education, and effectively increases the student career

Teachers’ gender and effective classroom management and teaching methods as a dimension for teaching effectiveness of mathematics teachers in ikom education zone of cross river state, nigeria

The purpose of this study was to determine teachers’ gender, effective classroom management and teaching methods as a dimension for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated to guide the study. Literature related to the variables under this study were reviewed accordingly. Survey research design was adopted for the study. A sample of 145 mathematics teachers were selected from a population of 182 teachers for the study. The selection was done through the census sampling technique. The questionnaire was the instrument used for data collection. To test the hypotheses independent t-test and population t-test statistical analysis were adopted. The .05 level of significance was used for the statistical testing of the hypothesis. The result of the analysis revealed that, teachers’ gender significantly influence teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication. The result also revealed that effective classroom management and teaching methods as dimensions for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria are significant high. Based on the findings of the study, it was recommended that teachers’ should develop good student-teacher relationship to asset for effective teaching. Workshops, seminars, and conferences should be organized by government and other professional bodies to enlighten the teachers on the importance of teaching effectiveness in the school system.

School location and levels of teaching effectiveness of mathematics teachers in terms of knowledge of subject matter and effective classroom communication in calabar education zone of cross river state, nigeria

This study examined school location and the levels of teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication in Calabar Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to guide the study. Literature related to the variables under this study were reviewed accordingly. Survey research design was adopted for the study. The census sampling technique was adopted for the study. A sample of 201 teachers were randomly selected for the study. The questionnaire was the main instrument used for data collection. To test the hypotheses independent t-test and population t-test analysis statistical technique were adopted. The .05 level of significance was used for the statistical testing of the hypotheses. The result of the analysis revealed that, school location significantly influence teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication. The result also revealed that the levels of teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication in Calabar Education Zone of Cross River State are significantly high. Based on the findings of the study, it was recommended that teachers should use chalk that will give a sharp contrast and easy to the students’ view, the teacher should write boldly and legibly. The teacher should face the students while explaining steps involved in calculation in mathematics, teachers should avoid blocking the students’ view of the board while writing. Also, government should not relent in the effort in sustaining best school plant planning in schools.

Beyond Talking from 9 to 5: Connecting values and voices in professional communication with a commonplace book

Unpacking the idea of how students consume and use models of professional voice is important and warrants more attention in the communication classroom. The following class outline, as a result, will provide other communication instructors with an overview of how students can bring in their own examples of language use from business to reflect on their own values while also developing their understanding of professional voice. Courses Business and Professional Communication, Rhetorical Criticism. Objective The goal of this class activity prompts students not only to identify the values on their professional language choices but also to reflect on them critically.

Exploring Direct and Indirect Strategis in Communication: The Case for ESL Learners

There are many forms of communication. The sender can choose different forms of communication to send different messages for different reasons. Whatever form of communication, one thing remains important-communication strategies. The use of appropriate communication strategies ensures that the information is conveyed. The sender (of the information) needs to negotiate meaning so that that message gets understood. Do learners use different categories of communication strategies? This study is done to explore perception of learners on their use of communication strategies. Specifically, this study is done to explore how learners perceive the use of direct and indirect communication strategies. This study si also done to investigate if there is a relationship between direct and indirect communication strategies. The instrument used is a survey with three sections. The first section is the demographic profile. The second and their sections are about direct and indirect communication strategies respectively. This study has shown that learners resort to a variety of communication strategies to get their message across. The use of direct and indirect communication strategies give an impact to how the message is received. The findings bear interesting pedagogical implications in the teaching of oral communication in the language classroom.

Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.

East is East: Socratic classroom communication is linked to higher stress in students from confucian heritage cultures

East Asian students are often educated in a more instructor-led and less interactive manner than their North American and European peers. Therefore, as international students at Western universities, they need to adapt to unfamiliar teaching practices that involve classroom communication emphasising critical thinking, debating, and challenging others' views. We explored the stress from such communication by assessing the relationships between East Asian students' perceived ease of engaging in Socratic communication and stress. 51 students from various majors completed the Ease of Socratic Communication scale and the Conceptions of Learning Inventory. One week later, students rated on the Perceived Stress Scale their levels of helplessness and self-efficacy. East Asian students found it less easy to engage in Socratic communication than their non-Asian peers,. The harder students found Socratic communication, the higher were their stress levels. On the other hand, higher Socratic communication ease was associated with higher self-efficacy. Moreover, the relationship between Socratic communication ease and stress was less pronounced the more students viewed learning as the development of personal competence. Complementing extant qualitative research, our findings suggest that Socratic communication may act as a stressor to East Asian international students. Reducing that stress might help improve international students’ learning experience and thus foster their academic integration.

FORMATION OF COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING

This article discusses the formation of communicative competence in English language teaching. To facilitate the formation of communicative competence, teachers need to adopt a student-centric approach that focuses on providing learners with authentic language input, opportunities for practice and feedback, adaptation to learners’ needs, teaching functional language use, and promoting intercultural communication. Additionally, teachers should create a communicative classroom environment that encourages learners to communicate and express their ideas, opinions, and feelings in English. With these factors in place, learners can develop their communicative competence faster and more effectively, enabling them to communicate effectively in a variety of contexts and situations.

CROSS CULTURAL COMMUNICATIVE CHALLENGES IN EAST INDIAN CLASSROOM

Business Communication Teaching in India has its roots in English for Specific/Special Purposes or English for Technical Purposes (ESP/ETP) and its end products feed the recruitment markets worldwide. One assumes a certain degree of homogeneity in terms of industry-ask. A communication classroom is also perceived as having a minimum commonality of goals, competence and curriculum, the world over. What is intangibly heterogeneous, however, is the personal schema of individuals involved, and the complexity therein. Teachers and students of an Indian classroom bring with them their varied cultural contexts. While this definitely contributes to a great amount of healthy diversity of content, both the explicit as well as the implicit, this also creates challenges. Identifying patterns of communicative dissonance in cultural contexts in India and managing those communicative conflicts that arise therefrom, is the purpose of this discourse.

The Experiences and Perceptions of Teachers of the Deaf Children in a South African Sign Language Class

Since Deaf children lack the foundation of a primary language, they find it difficult to learn a second language. As a result, it is suggested that South African Sign Language[1] be taught as a first language and that the environment's dominant vocal language, such as English, be learnt as a second language, primarily through writing. This essay summarises the results of a master's degree study that looked at teachers' experiences teaching Deaf students in South Africa's Gauteng region English as a First Additional Language (EFAL) using a qualitative research design. The purpose of this study was to investigate teaching methods appropriate for Deaf youngsters. Four data collection tools were used: focus group interviews, individual interviews, observations, field notes and documentation. Interviews with four female Foundation teachers took place in semi-structured focus groups and a one-on-one session. Four female Foundation Phase teachers who utilised EFAL as a language of learning and instructed Deaf students to use Sign Language as a form of communication participated in semi-structured focus groups. One of the four teachers is Deaf. The responses of the participants were recorded and analysed. Two key themes emerged from the interview data: (1) team teaching and its advantages, and (2) the use of customised test questions. The results showed that team teaching, which pairs two competent instructors—one Deaf and the other Hearing—to give learners full access to classroom communication and learning, can improve the lack of teachers' training in teaching Deaf students. The modified assessment was found to enhance these kids' academic performance and EFAL learning.

An Action Research to Develop Students’ Value Literacy Capacities through Evidence-based Activities

In this study, it is aimed to develop students’ value literacy through evidence-based activities within the framework of respect, responsibility, justice and patriotism. The study was carried out in accordance with the principles of action research, one of the qualitative research methods. The research used the “emancipatory/developmental/critical action research approach”, one of the types of action research. Research participants were identified through random sampling. In this framework, the research was conducted with 7th grade students in the autumn semester of the academic year 2021-2022. The research data was collected using the questionnaire, classroom communication logs and student products. Content analysis was used to process the research data. The analysis of the data revealed that evidence-based teaching significantly improved the students’ value level of respect, responsibility, justice and patriotism.

EMPOWERING TEACHERS AND STUDENTS TO COPE WITH THE STRESS OF ONLINE TEACHING AND LEARNING: FINDINGS FROM A PILOT PROJECT ON PSYCHOSOCIAL SUPPORT IN THE LANGUAGE AND TRANSLATION CLASSROOM

In times of crisis, emergency education makes significant contributions to individuals and societies by providing a sense of normality (Johannes 2012). As teachers facilitate the learning process and are expected to support students emotionally, Muldong, Garcia & Gozum (2021) suggest that work-from-home teachers should be provided with psychosocial support to address the mental and emotional stress caused by the Covid-19 pandemic. El-Monshed, El-Adl, Ali and Loutfy (2021) and Carreon & Manansala (2021) suggest that educational institutions should also take measures to improve students’ mental health and academic performance and make it a priority in the current context.This paper reports the findings of a project on psychosocial support at Blaze Koneski Faculty in Skopje from March to June 2021 involving 15 language and translation teachers and 121 students. The teachers attended a series of workshops guided by a trained clinical psychologist. The workshops aimed at providing immediate psychosocial assistance to teachers to cope with the stress of the pandemic, to sensitise teachers to the students’ needs in an emerging crisis and to empower them to employ new ways of student engagement in the online classroom. The training concept was based on the assumption that one’s self-care and well-being are prerequisites for one to be able to care about others (in this context the students).The teachers tested various methods at two levels of classroom communication. They engaged in informal communication and introduced well-being techniques to create a relaxing class atmosphere and to facilitate the learning process. They also involved students in participative activities to help them take hold of their learning. Teacher and student feedback has been positive and points to the encouraging effect of this approach in the online environment and beyond it. It shows that the modern translation classroom, be it physical or virtual, requires giving students an active voice and a sense of control over their learning. It also shows that moving away from adhering to technical material to enrich the curriculum with topics and methods that address well-being and mental health is beneficial.

The Importance of Instructor Affirming Messages in Business Communication Students’ Writing Apprehension

Through the guidance of social presence theory, this study sought to understand how instructors’ affirming messages and social presence behaviors affect students’ writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students’ writing apprehension in the business communication classroom. Both models also indicate that students’ burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online.

Комуникация, афект и учене в класната стая

The report draws the attention at the value and importance of effective communication in the learning process. Practice shows that when pursuing learning and educational goals, pedagogues do not sufficiently take into account the emotional and behavioral components of the process – the age characteristics, the different learning styles, the need for a positive attitude, etc. Strategies for achieving an affective learning environment that supports cognitive processes and meaningful classroom communication are explored. The material aims to present general pedagogical reflections on the inappropriate behavior of teachers and inadequate communication with students; feedback, grading the difficulty of the studied material, etc., whose recognition would lead to a decrease in anxiety in the classroom, an increase in motivation, the success and ability for self-expression of the learners.